The RBIS in ACTION series invites educators to explore and apply research-based instructional strategies (RBIS) that deepen student learning and engagement in mathematics. Automaticity goes far beyond basic fact memorization—it is the fast, accurate, and implicit retrieval of mathematical ideas and procedures that frees up cognitive space for higher-order problem-solving. In this interactive, full-day professional development session, K–5 educators will explore how teacher beliefs and instructional routines directly impact students' mathematical agency and confidence. Participants will analyze current research on the instructional hierarchy (acquisition, fluency, generalization) and examine grade-level TEKS vertical progressions to see how subitizing, composing/decomposing numbers, and strategy development lay the groundwork for automatic recall. Throughout the day, teachers will experience hands-on numeracy routines, low-stress fluency games, problem strings, and Math Language Routines (MLRs) designed to foster deep conceptual understanding alongside procedural efficiency.